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Bulletin of Practical Psychology of Education
2025. Vol. 22, no. 3, 169–182
doi:10.17759/bppe.2025220311
ISSN: 2658-3100 (online)

The influence of social intelligence on the professional self-determination of students with disabilities

 
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Abstract

Context and relevance. The importance of integrating students with disabilities into the educational environment is determined by the need for their socialization and professional rehabilitation, including, above all, through the formation and development of social intelligence. It is social intelligence that allows us to understand social norms, adapt to them, and build effective relationships in society, including in the educational and professional fields. The theoretical basis of the study was that the main characteristic of social intelligence, related to the ability to understand others and react to them, is a key factor in creating social conditions conducive to professional self-determination. Objective. To study the influence of social intelligence on the professional self-determination of students with disabilities. Hypothesis. The level of social intelligence among students with disabilities positively correlates with successful professional self-determination. Methods and materials. The study involved students with disabilities, from among those with musculoskeletal disorders (2 degrees of disability), with hearing and visual impairments (2 degrees of disability), as well as students who do not have a disability; During the study period, all participants studied at the II and III courses of secondary vocational education programs at colleges in Moscow. In assessing the level and content characteristics of social intelligence, a methodology was used aimed at determining four abilities (factors) in the structure of social intelligence, including four subtests. The analysis of professional self-determination was carried out according to special scales of professional self-determination. Results. The results showed a relationship between the social intelligence of students with disabilities and the peculiarities of their professional self-determination, and strong positive correlations were revealed. This means that the higher the level of social intelligence, the more objective indicators of the formation of professional self-determination among students with disabilities. Conclusions. Social intelligence provides the most important basis for determining professional self-determination among students with disabilities. The data revealed as a result of the research may be of interest to specialists involved in the psychological and pedagogical support of students with disabilities and career guidance work. Professional consultants, psychologists, and teaching staff are advised to pay attention to the development of social intelligence when working with students with disabilities. it significantly affects the adaptation, motivation, choice of professional field and specialization, and career decisions of students with disabilities in situations of limited opportunities and resource specifics. The results obtained have the potential for further research on the features of professional self-determination of people with disabilities.

General Information

Keywords: professional self-determination, social intelligence, levels of social intelligence, socialization, influence, students with disabilities, factors of professional self-determination

Journal rubric: Psychology of Self-Determination of the Personality in Education and Profession

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2025220311

Received 05.09.2025

Revised 10.09.2025

Accepted

Published

For citation: Dzhafar-Zade, D.A. (2025). The influence of social intelligence on the professional self-determination of students with disabilities. Bulletin of Practical Psychology of Education, 22(3), 169–182. (In Russ.). https://doi.org/10.17759/bppe.2025220311

© Dzhafar-Zade D.A., 2025

License: CC BY-NC 4.0

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Information About the Authors

Darya A. Dzhafar-Zade, Candidate of Science (Psychology), Researcher at the Laboratory of Inclusive Education, Institute of Psychology and Comprehensive Rehabilitation, Moscow City University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-5161-733X, e-mail: dasha713@mail.ru

Conflict of interest

The author declares no conflict of interest.

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